Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms

Abstract

The effectiveness of the Thrive by Three intervention, a 10-month, multicomponent, in-service professional development model to promote the quality of caregiver-toddler interactions (i.e., process quality), was tested utilizing a clustered randomized controlled design. Eighty childcare centers with 187 toddler classrooms in Norway were randomly assigned to either the Thrive by Three intervention group (n=87) or a usual-activity wait list control group (n=100). Interactional quality was assessed with the Toddler version of the Classroom Assessment Scoring System (CLASS-Toddler) at three timepoints: pre-, mid-, and post-intervention. There were significant group differences in change in quality during the intervention period in both CLASS domains, Emotional and Behavioral Support (EBS), and Engaged Support for Learning (ESL), with greater overall differences in the ESL domain. Quality increased in the intervention groups, but quality decreased in the control group from baseline to post-intervention. There were significant group differences in quality at baseline. The Thrive by Three intervention had a positive effect on teacher-toddler interactions in both the EBS and ESL domains. Results need to be replicated preferably in more diverse samples.Clinical Trial Registration:ClinicalTrials.gov #NCT03879733.

Improving Global and Math-Specific Teacher–Toddler Interactions through an Intervention for Early Childcare Teachers: The Role of Activity Settings

“…Studies conducted in the Netherlands gave insights into European classrooms, but show similar findings: one study revealed that a training with six sessions (each 1.5 hours across several weeks) improved the quality of teacher-toddler interactions in terms of sensitive responsiveness ('VIPP-CC', Werner et al, 2018), while another study reported no noteworthy difference before and after a training on global teacher-toddler interactions ('CIP Training', Helmerhorst et al, 2017). In Norway, the 'Thrive by Three' intervention had positive effects on both domains, emotional and behavioral support and engaged support for learning (Buøen et al, 2021). Hence, results regarding teacher trainings in toddler classrooms are mixed.…”

“…Thus, it is of interest to identify efficient ways of enhancing the quality of global and domain-specific teachertoddler interactions. Here, research indicates that a promising approach is providing further training for teachers (Buøen et al, 2021;Moreno et al, 2015;Weinstock et al, 2012). However, it remains unclear to which extent these trainings improve different types of interactions, namely global and domain-specific interactions, particularly concerning very young children.…”

Preprint: Fostering toddlers’ numeracy skills and their mathematical language through a professional development intervention on interaction quality

“…The quality of interaction in its various facets can be improved through professional development (PD) training, which often trains global components such as sensitivity or cognitive stimulation (e.g., Brunsek et al, 2023;Buøen et al, 2021;Eadie et al, 2019;Helmerhorst et al, 2017;LoCasale-Crouch et al, 2023;Pölzl-Stefanec et al, 2023).…”

Gains and challenges with the Classroom Assessment Scoring System in a social pedagogical tradition

“…There is a trend in Norwegian ECEC towards the use of CLASS to assess and support professional development, e.g., in two new research and development projects (Språksterk 1-6, 2022;Trygg før tre, 2022). A recent study showed that Norwegian ECEC staff improved their interaction quality through CLASS (Toddler) observations, feedback, and guidance (Buøen et al, 2021). Other than these studies, CLASS has not been widely applied in Norway until now.…”